Clinical Trial Radar

Inhibitory control

Stroop test, will be measured from the standardized executive function test BANFE, using accuracy of response, stroop type error, no-Stroop errors, and time, Total score is transformed to normalized points 0-19 (with a mean of 10 ±3 SD, 4-6 low, 14-19 high performance).

Pre- and post-assessment, after 4 months

Planning

Tower of Hanoi, using number of movements, and time, will be measured by calculating EF quotients from the standardized test BANFE. Total score is transformed to normalized points 0-19 (with a mean of 10 ±3 SD, 4-6 low, 14-19 high performance).

Pre- and post-assessment, after 4 months

Executive Functioning

Inventory for the Behavioral Assessment of Executive Functioning in its self-report version (BRIEF-2) is a standardized instrument that assesses executive functioning in adolescents through their perception of their own behavior in daily life. It analyzes behavioral, emotional, and cognitive regulation, allowing for the identification of difficulties in planning, self-control, and organization. The self-report version of BRIEF-2 takes approximately 10 to 15 minutes to complete, followed by a brief scoring and interpretation process by the evaluator. The BRIEF has been adapted and validated in Spanish-speaking and Mexican populations, showing adequate validity and reliability indices. For example, studies conducted with Mexican populations report high internal consistency (α = .939) and an adequate factorial structure of the instrument, which supports its use for assessing executive functions in similar cultural contexts.

Pre- and post-assessment, after 4 months

Emotional Intelligence

BarOn Emotional Intelligence Inventory: Youth Version. EQ-i:YV (R. Bar-On, J. D. A. Parke, 2000) is a psychometric inventory that assesses emotional intelligence in children and adolescents using a self-report questionnaire. It analyzes intrapersonal and interpersonal skills, stress management, adaptability, and general mood, providing insight into the socio-emotional development of the person being assessed. Has an approximate application time of 20 to 30 minutes. Raw scores are converted to standard scores (mean 100, standard deviation 15) Standard Score \> 120 Very high emotional capacity (positively atypical) \< 80 Very low emotional capacity (intervention required)

Pre- and post-assessment, after 4 months

Identify adolescent risks

Self-descriptive inventory for adolescents (IADA) (Lucio-Gómez et al., 2010) It was developed with the aim of providing a valid and reliable tool to assist in the assessment of psychological problems, both in terms of early detection of risk factors in adolescents' lives and the identification of emotional problems. It was designed to be useful primarily in clinical settings, but also in educational settings, as well as in primary and secondary intervention processes. The Adolescent Self-Descriptive Inventory (IADA) consists of 168 forced-choice items (YES-NO). T-score (with a mean of 50 and a standard deviation of 10) When analyzing the individual dimensions (Family, Social, School, Personal, and Health), the following T-scores are used: T \< 60: Within the normal range (no significant risk). T 60-69: Moderate risk (indicator of problems in that specific area). T ≥ 70: High risk (significant problem reported by the adolescent) has an approximate application time of 30 to 40 minutes.

Pre- and post-assessment, after 4 months

Manifest Anxiety

Revised Children's Manifest Anxiety Scale (CMAS-R-2) (Reynolds, 2008) It is a self-report instrument consisting of 49 items designed to assess the degree and nature of anxiety in children. The child only answers the questions with yes or no. Scoring is simple. The total scores give the Total Anxiety Index but also provide five additional scores: Physiological Anxiety, Worries, Social Anxiety, Defensiveness, and an Index of Inconsistent Responses. This instrument is very useful for assessing children/adolescents with problems such as academic stress, test anxiety, family conflicts, drug addiction, disruptive behavior, results Typically analyzed using T-scores, where a total score \>60 indicates high impairment. It covers physiological anxiety, worry, social anxiety, and includes defensiveness/inconsistency indices. personality problems, etc. has an approximate application time of 10 to 15 minutes.

Pre- and post-assessment, after 4 months

Perinatal Depression

The Edinburgh Postnatal Depression Scale (EPDS) The scale consists of 10 items that assess emotional and cognitive symptoms associated with perinatal depression experienced over the previous seven days. Each item is scored on a 4-point Likert scale (0-3), with total scores ranging from 0 to 30, where higher scores indicate greater severity of depressive symptoms. The EPDS evaluates symptoms such as sadness, loss of interest or pleasure, anxiety, feelings of guilt, and sleep disturbances related to mood. Validation studies in Mexico recommended lower cut-offs: 11/12 for women within the first 4 weeks postpartum, and 7/8 for 4 to 13 weeks postpartum. 13 or more (13+): A score of 13 or higher is commonly used to indicate a high probability of depressive illness of varying severity. 10-12: Some guidelines suggest that scores of 10 or greater indicate the possibility of depression. 0-9 Scores in this range suggest that the mother is less likely to be suffering from a significant.

Pre- and post-assessment, after 4 months